Communication Between Cultures

lectures about the biracial experience.^58 As another example, the Hapa Project strives

to“promote awareness and recognition of the millions of multiracial/multiethnic indi-

viduals of Asian/Pacific Islander descent [and] to give voice to multiracial people and

previously ignored ethnic groups....”^59

Identities can also be classified asascribed oravowed, based on how they are

acquired,^60 a distinction referring to whether an identity was obtained involuntarily or

voluntarily. Racial, ethnic, and sexual identities are assigned at birth and are considered

ascribed, or involuntary. In hierarchical cultures where social status is often inherited,

such as in Mexico, a person’s family name can be a strong source of ascribed identity.

By contrast, your identity as a particular university student is avowed because you

voluntarily elected to attend the school. Even though being a university student is a

voluntary identity, your culture has established expectations that delineate appropriate

and inappropriate social behavior for college students. When enacting your student

identity, you will normally try to conform to those socially appropriate protocols, some-

times consciously and at other times subconsciously.

Establishing and Enacting Cultural Identity

By now you should have an appreciation of identity as a social construct, what con-

stitutes identity, an awareness of some of your own identities, and insight into how

identities are acquired. This background will help you understand how cultural iden-

tities are established and expressed.

As you go about your daily activity, entering and exiting various contexts, different

identities come into play. By interacting with others you continually create and re-

create your cultural identity through communication,^61 which can take a variety of

forms, including“conversation, commemorations of history, music, dance, ritual, ceremo-

nial, and social drama of all sorts.”^62 Family stories told by family members connect us to

the past and provide a“sense of identity and connection to the world.”^63 These stories

are also infused with cultural beliefs and values that become part of one’sidentity.

Culture’s influence in establishing identity can be demonstrated by returning to

the classroom and contrasting student interaction styles in the United States and

Japan. In the United States individualismis stressed, and even young children are

taught to be independent and develop their personal identity. Schools in the

United States encourage competition in the classroom and on the playing field. Stu-

dents quickly learn to voice their ideasand feel free to challenge the opinions of

others, including teachers, as a means of asserting their own identity. Being different

is a common and valued trait. This is in contrast to the collective societies of South

America, West Africa, and Northeast Asia, where children learn the importance of

interdependence and identity is“defined by rela-

tionships and group memberships.”^64 This results

in activities that promote group-affiliated iden-

tity. In Japanese preschool and elementary class-

rooms, students are frequently divided into small

groups (han) where they are encouraged to solve

problems collectively rather than individually.^65

This practice teaches young Japanese students

the importance of identifying with a group.

Identities are also established and displayed through cultural rites of passage that

help adolescents gain an increased awareness of who they are as they enter

CONSIDER THIS

Once established, identities are enacted in multiple

ways, beginning in childhood and progressing

through adolescence into the adult years.

Other Identities 259

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